This study explored print-processing and vocabulary differences among a group of 5th- and 6th-grade students who had scored below the 50th percentile on a standardized reading test. Guided by the simple view of reading, we applied cut scores (low/high) to the students' performance on print-processing and vocabulary tasks. The design allowed for…

Recent legislation such as No Child Left Behind and the Performance Evaluation Reform Act (PERA) increasingly pressure teachers and schools to be accountable for instructional time in the form of improved test scores. As a result, students are given an increasing variety of assessments in a given school year in an attempt to measure academic…

The purpose of this study was to examine the effects of the use of Readers' Theatre to improve the reading ability of elementary students receiving special education services. In this study, two groups of students were chosen to participate based on their academic Reading levels and their placement in the Special Education program. The students'…

Over the past few decades, reading assessment has been pushed to the forefront of the national discussion about education. The most recent reauthorizations of the Elementary and Secondary Education Act (1994, 2001) made assessment a priority as administrators and teachers are attempting to meet increasing accountability standards, but measuring…

The purpose of this study was to investigate the effect of using online modules to teach The Word Identification Strategy (Lenz, Schumaker, Deshler, & Beals, 2007) to elementary and middle school students with learning disabilities in reading. The five participants in this multiple probe across participants study were enrolled in an online…

The study examines comprehension after oral and silent reading in elementary- and middle-school students. It investigates whether and when one mode is superior to the other for comprehension as children develop, independent of reading ability levels. One hundred and seventy three children in first through seventh grades orally and silently read…

An experiment with random assignment examined the effectiveness of a strategy to learn unfamiliar English vocabulary words during text reading. Lower socioeconomic status, language minority fifth graders (M = 10 years, 7 months; n = 62) silently read eight passages each focused on an unknown multi-syllabic word that was underlined, embedded in a…

The ability to read aloud fluently is a reflection of one's ability to automatically decode words and comprehend text at the same time (Samuels, 2006), a task which may be difficult for many intermediate elementary students with learning disabilities (LD) (Ferrara, 2005). Previous research shows that audio-assisted repeated readings and…

The purpose of this study was to examine the alternate-form reliability, criterion validity, and sensitivity of progress-monitoring measures in reading for secondary-level English Learners (ELs). Twenty-five ELs in an urban high school were administered two types of Curriculum-Based Measures (CBM) once every 3 weeks for 13 weeks. Measures included…